New Jersey DOE IEP Components - The Official Web Site for The ...

IEP COMPONENTS

STUDENT INFORMATION A section may be added at the beginning of the IEP format to include pertinent student information as determined necessary by the school district.

IEP PARTICIPANTS

Please sign in the appropriate space.* In addition, if the participation occurred by phone or virtually, please indicate that in the appropriate space.**

A signature in this section of the IEP documents does not indicate agreement with the IEP.

Student, if appropriate or required

Date

Parent

Date

General Education Teacher

Date

Special Education Teacher or Provider

Date

Child Study Team Member Case Manager (may be the CST member above)

Date Date

School District Representative (may be the CST member or other appropriate school personnel)

Date

Specialist

Date

Other

Date

* If a required member of the IEP team has been excused from participating in the meeting with parental consent, note the excusal in the required team member's space.

** If participation occurred by phone or virtually, please indicate that in the appropriate space.

Revised August 2022

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Consider relevant data. Consider the results of the initial or most recent evaluation and, as appropriate, consider the student's performance on any general Statewide or districtwide assessment [N.J.A.C. 6A:143.7(c)3]. List the sources of information including evaluation data, teacher reports, classroom observations, interests and preferences of the student* and parental input used to develop the IEP. State the strengths of the student [N.J.A.C. 6A:14-3.7(c)1]. State the concerns of the parent [N.J.A.C. 6A:143.7(c)1].

*For the purpose of transition planning, the interests and preferences of the student are recorded on page 3 of the IEP.

Describe the present levels of academic achievement and functional performance including how the student's disability affects his or her involvement and progress in the general education curriculum. For preschool children, as appropriate, describe how the disability affects the child's participation in appropriate activities [N.J.A.C. 6A:14-3.7(e)1ii].

For preschool students, review the preschool day to determine what accommodations and modifications may be required to allow the child to participate in the general education classroom and activities. [N.J.A.C. 6A:14-3.7(c)12].

For students turning age 16 and older, or younger when appropriate, measurable postsecondary goals are included based upon an age-appropriate transition assessment. [N.J.A.C. 6A:14-3.7(e)12]

Include other educational needs that result from the student's disability [N.J.A.C. 6A:14-3.7(e)3ii].

In addition, consider each of the following. If in considering the special factors described below, the IEP team determines that the student needs a particular device or service (including an intervention, accommodation or other program modification) to receive a free, appropriate public education, the IEP must include a statement to that effect in the appropriate section. If a factor is not applicable, note as such.

Beginning at age 14 or younger, if appropriate, the need for consultation from Division of Vocational Rehabilitation Services, Department of Labor and other agencies providing services for individuals with disabilities or other agencies providing transition services [N.J.A.C. 6A:14-3.7(c)11] (Complete "Statement of Consultation," page 4).

Whether the student's behavior impedes his or her learning or that of others. If applicable, develop strategies, including positive behavioral interventions and supports to address the student's behavior [N.J.A.C. 6A:14-3.7(c)5] (Complete "Behavioral Interventions," page 7);

Consider the academic, developmental and functional needs of the student [N.J.A.C. 6A:143.7(c)2];

Language needs of a student with limited English proficiency [N.J.A.C. 6A:14-3.7(c)6];

Communication needs [N.J.A.C. 6A:14-3.7(c)8];

For a student who is deaf or hard of hearing, opportunities for direct communication with peers and professional personnel [N.J.A.C. 6A:14-3.7(c)9];

The need for assistive technology devices and services [N.J.A.C. 6A:14-3.7(c) 10] (When applicable, identify the assistive technology devices and services on page 8); and

Revised August 2022

2

Other: For a student who is blind or visually impaired, the IEP team shall provide for instruction in Braille and the use of Braille, unless the IEP team determines that such instruction is not appropriate. Such determination shall be based on an evaluation of the student's reading skills, writing skills, current and projected needs for instruction in Braille. Provide a rationale for such determination [N.J.A.C. 6A:14-3.7(c)7]

Revised August 2022

3

STATEMENT OF TRANSITION PLANNING

Beginning with the IEP in place for the school year when the student will turn age 14, or younger if appropriate, develop the longrange educational plan for the student's future. Review annually. [N.J.A.C. 6A:14-3.7(e)11]

Statement of the student's strengths, interests and preferences. In determining the student's strengths, interests and preferences, consider and document all relevant data. Then state the student's strengths, interests and preferences as they relate to planning for adult life after high school.

Age-appropriate transition assessment: (Specify tools/methods used, dates administered, persons who administered assessments, location of assessment results)

COURSES OF STUDY

Considering the student's strengths, interests, preferences, and desired postsecondary goals, list the specific courses of study for the period of time covered by this IEP. Include both general education and special education courses. When appropriate, identify the courses of study projected for future years. Grade___ Courses of Study (List course names):

Grade___ Projected Courses of Study (List course names):

Grade___ Projected Courses of Study (List course names):

Grade___ Projected Courses of Study (List course names):

Revised August 2022

4

RELATED STRATEGIES AND/OR ACTIVITIES

In addition to the courses listed above, list related strategies and/or activities that are consistent with the student's strengths, interests, and preferences, and are intended to assist the student in developing or attaining postsecondary goals related to training, education, employment and, if appropriate, independent living.

STATEMENT OF CONSULTATION

Is information or advice needed from Division of Vocational Rehabilitation Services and/or other agency or agencies? Yes List the name of any agency from which consultation is needed:

No

NAME or TITLE OF SCHOOL STAFF PERSON WHO WILL BE THE LIAISON TO POSTSECONDARY RESOURCES:

PRE-EMPLOYMENT TRANSITION SERVICES

1. Job exploration counseling

Does the student currently need this service?

Yes No

Record Previous Date(s) the service was provided by:

NJ Division of

NJ Commission for

School

Vocational

the Blind and

Rehabilitation Services Visually Impaired

(DVRS)

(CBVI)

2. Work-based learning experiences

3. Counseling about opportunities for enrollment in programs at institutions of higher education

4. Workplace readiness training to develop social skills and independent living skills

Yes No Yes No Yes No

5. Instruction in self-advocacy

Yes No

If any of these services are determined to be currently needed, the school should consult with DVRS or CBVI to determine who will be responsible for arranging and providing each needed service.

Revised August 2022

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